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Cakrawala: Jurnal Pendidikan
Published by Universitas Pancasakti Tegal
ISSN : 18584497     EISSN : 25499300     DOI : https://doi.org/10.24905/cakrawala
Core Subject : Education,
Education
Cakrawala: Jurnal Ilmu Pendidikan (P-ISSN:1858-4497, E-ISSN: 2549-9300) is a scholarly journal aimed to provide a platform for both established and early-career researchers. This journal accepts research-based papers from the fields of Teaching and Learning; Language and Literacy Education; and Applied Human Development in the Context of Schooling with submissions accepted throughout the year. It is published biannually, May and November, by Universitas Pancasakti Tegal, Indonesia. Papers are all subject to peer review before being accepted for inclusion. Contributions for future editions are welcome. Starting from Vol. 12 No. 1, Cakrawala has been accredited SINTA 3 by the Ministry of Research, Technology and Higher Education (Ristekdikti) of The Republic of Indonesia based on Director Decree No. 23/E/KPT/2019 dated 08 Agustus 2019. The Decree is as an achievement for the Peer-reviewed journal which has excellent quality in management and publication and is effective for 5 years until 2023.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 348 Documents
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Development Of Problem-Based Learning–Based Student Worksheets Integrated With Catur Pramana To Improve Elementary School Students’ Science Process Skills Sri Darmayanti, Ni Wayan; Pradnyana, Putu Beny; Janawati, Desak Putu Anom; I.P.A.S, Putra; N.K.J.S., Devi
Cakrawala: Jurnal Pendidikan Vol 20 No 1 (2026): Pedagogical Innovations and Sustainable Education: Integrating Local Wisdom, Tec
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/0seyar41

Abstract

This study aims to develop Student Worksheets (LKPD) by integrating the Problem-Based Learning (PBL) model with Catur Pramana values. Utilizing the ADDIE framework, the research produced a science learning instrument tailored for elementary education. Expert validation confirmed the quality of the product with an Aiken’s V index of 0.77, indicating high validity. Furthermore, the effectiveness test revealed a significant enhancement in student performance, with average scores rising from 15.6 (pre-test) to 25.4 (post-test). With an N-gain score of 0.7 and an effectiveness rate of 68%, the developed LKPD is categorized as moderately effective and serves as a strategic tool for fostering students' science process skills..
Analysis of Learning Obstacles in Numeracy Literacy on Decimal NumberMaterial for Seventh Grade Junior High School Students in Hulu Sungai TengahRegency Lassi, Novita Konnianty; Yulianti, Kartika; Sudihartinih, Eyus
Cakrawala: Jurnal Pendidikan Vol 20 No 1 (2026): Pedagogical Innovations and Sustainable Education: Integrating Local Wisdom, Tec
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/wm9yxg72

Abstract

Numeracy literacy is a fundamental skill required by students to apply mathematical concepts in everyday life; however Indonesian students still face obstacles, particularly with decimal numbers. This research aims to analyze learning obstacles in numeracy literacy on the topic of decimal numbers.  The method used is descriptive  qualitative with triangulation techniques in data collection. The research result identify three interrelated categories of obstacles, namely ontogenetic obstacles in the form of limited mental readiness and prerequisite understanding, epistemological obstacles in the form of errors in decimal operations, and didactic obstacles that include conventional learning and reliance  on a single textbook. Didactic obstacles play a central role in  exacerbating the other two obstacles. This study concludes that learning design based on the GASING method has the potential to be an effective pedagogical alternative in reducing those learning obstacles.
From Social Market Economy Values to ESG Indicators: An MBA-Oriented Framework for Responsible Management Education Martin Dahl; Karol Strzała; Anna Phirtskhalashvili; Tomás Gutiérrez Roa; Amina Taurabi
Cakrawala: Jurnal Pendidikan Vol 20 No 1 (2026): Pedagogical Innovations and Sustainable Education: Integrating Local Wisdom, Tec
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/r5e36d98

Abstract

This article examines how the normative principles of the Social Market Economy (Soziale Marktwirtschaft) can serve as a philosophical foundation for interpreting Environmental, Social, and Governance (ESG) indicators in MBA education. An integrative literature review synthesised scholarship from three fields—ordoliberal economic philosophy, ESG measurement, and responsible management education—while curriculum mapping translated theoretical correspondences into assessable learning outcomes. The article proposes a ten-row conceptual matrix linking SGR-derived principles (competitive order, rule-based governance, liability, social balance, Vitalpolitik, sustainability, interdependence of orders, transparency and accountability, the green regulatory framework, and fiscal responsibility) to ESG indicator families and to MBA competencies aligned with Bloom's revised taxonomy and with established sustainability competency frameworks. The findings show that ESG indicators gain analytical coherence and pedagogical utility when grounded in the SGR tradition rather than treated as a neutral compliance checklist. The framework is operationalised through a five-module MBA curriculum aligned with selected PRME principles and the five sustainability competencies of Wiek, Withycombe, and Redman (2011). Implications for curriculum design and an agenda for empirical testing are discussed.
Pembelajaran Berkarakteristik Inovatif Abad 21 Pada Materi Bumi Dan Antariksa Dengan Model Pembelajaran Project Based Learning Di Smk Negeri 1 Adiwerna Tanti Tanti; Sutji Muljani
Cakrawala: Jurnal Pendidikan Special Issue: Pedagogy in Indonesia
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.vi0.225

Abstract

Students are already active in learning, but many forget the material that has been given. When giving opinions, they are less motivated to learn. 21st century skills are still very low, this can be seen when face-to-face learning is limited. The reason is that many students cannot absorb subjects well, the limitations of learning are carried out remotely. This article aims to describe the improvement of 21st century skills due to the implementation of project-based learning. This article is an explanation based on real events in learning. The research subjects were all students of class X SMK Negeri 1 Adiwerna, totaling 36 people. Student learning outcomes on average 82% where this value already meets the criteria of classical completeness, motivation increases from every face-to-face meeting. Students are able to express opinions, collaborate in concluding the results of discussions, increase critical thinking power as evidenced by the HOTS questions given by the teacher that can be answered properly.
Project Based Learning Model as an Effective Approach to Improve Biography Writing Skills in Class X at SMK Madyatama Palembang Ayu Puspita Indah Sari; Dinda Novita novita; Enny Hidajati; Yeni Ernawati
Cakrawala: Jurnal Pendidikan Vol 20 No 1 (2026): Pedagogical Innovations and Sustainable Education: Integrating Local Wisdom, Tec
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/bvh80r04

Abstract

This research aims to determine the effect of the Project Based Learning (PjBL) model on improving the biographical text writing skills of class X students at SMK Madyatama Palembang. The research method used is quantitative with a quasi-experimental type using a one group pretest-posttest design. The research sample consisted of 33 students selected through purposive sampling technique. The data collection technique was carried out through a biographical text writing test, while data analysis used the normality test, paired sample t-test, and N-Gain test with the help of SPSS version 25. The research results showed a significant increase in students' writing skills, marked by an average pretest score of 43.3 which increased to 80 in the posttest. The results of the hypothesis test show a significance value of 0.000 <0.05, so it can be concluded that the PjBL model has a significant effect on biographical text writing skills. Apart from that, the N-Gain test result of 0.58 is in the medium category, which shows that the PjBL model is quite effective in improving students' writing skills. Thus, the PjBL model can be used as an effective and contextual learning alternative in improving biographical text writing skills.
The Effect of Using Online Mind Mapping as Pre-Writing Strategy on the Quality of Students’ Academic Essays Dwi Atmoko; Fiqih Kartika Murti; Agung Tyas Subekti
Cakrawala: Jurnal Pendidikan Vol 20 No 1 (2026): Pedagogical Innovations and Sustainable Education: Integrating Local Wisdom, Tec
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/596ta647

Abstract

Writing academic essays is an important part of student literacy, but many still struggle to organize ideas in the pre-writing stage. Online mind mapping platforms such as the Coggle application offer interactive visual solutions for writing planning. The purpose of this study was to determine the effect of using online mind mapping as a pre-writing strategy on the quality of students' academic essays. This quasi-experimental study with a non-equivalent control group design involved first-semester undergraduate nursing students at Bhamada Slawi University, divided into experimental (online mind mapping) and control (conventional) classes. Data were obtained through essay assessments on the pretest-posttest and analyzed using paired t-tests and independent t-tests. Both classes experienced significant improvement, but the experimental class showed a higher increase (12.48 points) compared to the control class (11.36 points). The independent t-test showed a significant difference with the experimental class’ posttest average being 3.26 points superior (Sig. = 0.003). Online mind mapping proved to have a significant effect and was more effective than conventional strategies in improving the quality of students' academic essays.
The The Influence of Coaching and Motivation-Based Principal Supervision on the Professionalism of Elementary School Teacher Performance Sri Kusningsih; Beni Habibi; Yoga Prihatin
Cakrawala: Jurnal Pendidikan Vol 20 No 1 (2026): Pedagogical Innovations and Sustainable Education: Integrating Local Wisdom, Tec
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/mk0kmk59

Abstract

This research is motivated by the fact that the professionalism of elementary school teachers' performance is still not optimal. The purpose of this research is the influence of coaching-based supervision and motivation on the professionalism of teacher performance. The quantitative inferential approach with the survey method Multiple linear regression Population of 100 teachers with a sample of 80 teachers in the Taman District Coordinator area with a purposive sampling technique. The research instrument was tested for validity and reliability. Data collection techniques through questionnaires with a linkert scale, observation and documentation. Data analysis through classical assumption tests (normality, multicollinearity, heteroscedasticity, and autocorrelation), multiple linear regression, ANOVA, t-test, F-test and determination coefficient (R²). The results of the research showed that the regression coefficient value (X1) B = 0.581 with a t-count value = 8.420 and a significant value (p) < 0.001. The motivation variable (X2) was B = 0.367, with a t-count = 5.773 and a significant value (p) < 0.001. The teacher performance professionalism variable was 94.6% (R² = 0.946%). Simultaneously, the principal's supervision based on coaching and motivation had a significant effect on the professionalism of elementary school teacher performance.
Beyond Paralinguistic Responsiveness: How Does a Pre-schooler Address His Gestural Communication? Didik Rinan Sumekto; Taufiqulloh Taufiqulloh
Cakrawala: Jurnal Pendidikan Vol 20 No 1 (2026): Pedagogical Innovations and Sustainable Education: Integrating Local Wisdom, Tec
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/mb2mtd76

Abstract

This study ethnographically portrays the pre-schooler's gestures responsiveness with his existing autism spectrum disorder (ASD) and speech delay. This ethnographic study naturally accomplished the insightful qualitative analysis and interpretation observation and videotape recordings to address Levi's daily communication that became a single case study. Levi's paralinguistic responsiveness measured some portrayable emotions and behaviours including responses, requests, and complaints that empirically conveyed his egocentrics, obliviousness, self-consciousness, self-reliance, and reticence rhythms. The findings recalled the eduistic language annotator (ELAN) results of depicting the annotations on chronological transcriptions, generic, and media synchronization modes, from which partially showed Levi's emotions and behaviours as indicated his gesturally paralinguistic responsiveness. This fact addressed how a pre-schooler with his ASD and speech delay emotionally and behaviourally derives the responses, requests, and complaints as major nonverbal language communications. This study recommends other comparably quantitative and qualitative instruments that are subject to consider the neuroscience and psychometric assessments of having accomplished research variances, particularly on the fields of paralinguistic attribution. 

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